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INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
State Resources:
www.texasreadsource.org
IFD Legend
Bold, italic black: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS)
Bold black: Student Expectation (TEKS)
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR
Blue: Supporting Information / Clarifications from TCMPC (Specificity)
Italic blue: provides unit level clarification
Bold, blue definitions: Standards for Ensuring Success From Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System
RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST RESOURCE(S)
Grade 05 ELAR Unit 03 Rubric 01
Grade 05 ELAR Unit 03 Rubric 02
Grade 05 ELAR Unit 03 Rubric 03
Grade 05 ELAR Unit 03 Rubric 04
Grade 05 ELAR Unit 03 Rubric 05
Grade 05 ELAR Unit 03 Rubric 06
Grade 05 ELAR Unit 03 Rubric 07
ELAR Grade 5 Unit 03: Reading to Understand
Informational Text
ELAR and SLAR Teacher's Guide (Grades 3-5)
Conventions Alignment Tool: Grade 3-6 Capitalization
Conventions Alignment Tool: Grade 3-6 Grammar
Conventions Alignment Tool: Grade 3-6 Punctuation
RATIONALE:
This unit bundles student expectations that expose students to a variety of forms of informational text to analyze structures and use comprehension processes to summarize and verify
information. Students interact with the text by making connections, comparisons, and forming questions for the ideas and perspectives presented in the text to become more than just
facts and to support informative writing. Students continue to examine teacher-selected and self-selected literature and media based on individual interests and abilities providing
opportunities to make important personal and world connections within and across different contexts and genres.
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 1 of 44
In Grade 04, students summarized text and described relationships among ideas presented in expository text while exploring a variety of text structures. During this unit, students
summarize the main idea and supporting details while using established methods to verify facts in expository texts. Students use comprehension processes and strategies to analyze
how text structure influences the relationships among ideas. Students begin to use research processes as they form questions to be answered by collecting and recording data from
multiple sources. They use the writing process and appropriate written conventions to communicate understanding through a multi-paragraph essay. As students continue to explain the
meaning of idioms, explore adages, and produce analogies, vocabulary increases and enhances oral and written communication. Word study continues to be inclusive of genre specific
vocabulary, literary terms, and appropriate vocabulary from the literature and is experienced before, during, and after reading. In Unit 04, students utilize knowledge, skills and processes
to make connections within and across genres.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
None Identified
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 05 ELAR Unit 03 PI 01
After reading an expository text, determine the
organizational pattern the author used to present their
ideas. Create a graphic organizer that represents the
relationships among the ideas in the text and best reflects
the organizational pattern.
Standard(s): 5.11A , 5.11C , 5.Fig19C , 5.Fig19E
ELPS ELPS.c.1H , ELPS.c.4E , ELPS.c.4F ,
ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Structures – Organizational Patterns
Interpretation – Meaning
Form - Expository
Text structure helps the reader organize information and
construct meaning.
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 2 of 44
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 05 ELAR Unit 03 PI 02
Use multiple sources to gather information on a topic of
choice. Using effective text features and graphics, create
an informational brochure that compiles facts from the
sources.
Standard(s): 5.11A , 5.11B , 5.11D , 5.11E , 5.23A
, 5.23B , 5.24A , 5.24C , 5.26A , 5.Fig19D ,
5.Fig19E , 5.Fig19F
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.4D ,
ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.5F ,
ELPS.c.5G
Interpretation – Information
Structures – Text Features, Graphics
Form – Brochure
Readers gather information and express organized ideas
to construct meaning.
Grade 05 ELAR Unit 03 PI 03
Using the writing process and appropriate written
conventions, compose a multi-paragraph essay about a
memorable tradition in your family. Choose an appropriate
organizational structure and include an effective
introduction, specific facts/details, a variety of sentence
structures, and a concluding paragraph.
Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E
, 5.18A.i , 5.18A.ii , 5.18A.iii , 5.18A.iv
ELPS ELPS.c.1E , ELPS.c.5C , ELPS.c.5D ,
ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Interpretation – Meaning
Structures – Organizational Patterns
Purpose
Authors establish a purpose and plan for the development
of a story.
Conventions – Grammar, Spelling, Punctuation,
Capitalization
Authors use conventions of written language to
communicate clearly and effectively.
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 3 of 44
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 05 ELAR Unit 03 PI 04
Participate in small groups to complete at least two of the
following procedural stations:
1) Interpret instructions to set up a complex board
game.
2) Follow a manual to play a computer or board
game.
3) Follow directions to complete a science
experiment using the scientific method.
4) Follow a four-step recipe to make something to
eat.
5) Follow a four-step set of directions to complete
an art project.
Standard(s): 5.13A , 5.27B , 5.Fig19C
ELPS ELPS.c.1A , ELPS.c.1D , ELPS.c.1E ,
ELPS.c.1F , ELPS.c.2C , ELPS.c.3C , ELPS.c.3E
, ELPS.c.3F , ELPS.c.4C , ELPS.c.4F , ELPS.c.4I
Interpretation
Form – Procedural Text
Readers choose texts in order to learn how to do new
things.
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 4 of 44
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 05 ELAR Unit 03 PI 05
Using appropriate language and written conventions, write
a formal letter to the principal and an informal letter to a
friend to explain the same main idea.
Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E
, 5.18B
ELPS ELPS.c.1G , ELPS.c.5C , ELPS.c.5D ,
ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Purpose/Audience
Language – Informal, Formal
Form – Letter
Authors choose language and form for audience and
purpose.
Grade 05 ELAR Unit 03 PI 06
Write multiple entries including thoughts, connections,
and/or strategies that deepen understanding of literary
and informational texts. Provide evidence from the text to
support ideas.
Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B ,
5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F ,
ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K ,
ELPS.c.5F , ELPS.c.5G
Interpretation – Understanding, Connections, Relevance
Perception – Thoughts
Readers use strategies to support understanding of text.
Readers use writing to communicate deeper
understanding of texts.
Readers create connections to make text personally
relevant and useful.
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 5 of 44
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 05 ELAR Unit 03 PI 07
Record multiple entries in a Word Study Notebook
demonstrating word knowledge.
Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E ,
ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B
, ELPS.c.5F , ELPS.c.5G
Interpretation – Vocabulary An extensive vocabulary enhances oral and written
communication.
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Idiom – an expression that has a different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the
weather). Idioms are particular to a given language and usually cannot be translated literally.
Adages – a short but memorable saying that holds some important fact that is considered true by many people (e.g., Don’t judge a book by its cover)Reliable source – a credible or believable source
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and
small group instruction or applied by students through meaningful practice.
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
Word StudyTEKS
Vocabulary
Observation Data
Teacher-Student
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 6 of 44
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
Development:
5.2A, 5.2B,
5.2C, 5.2D,
5.2E
Spelling:
5.22B.i,
5.22B.ii,
5.22B.iii,
5.22B.iv
Conference
Checklist
Rubric
Reader’s Notebook
Writer’s Notebook
Word Study
Notebook
OralReadingFluency
Check
Oral Quiz
Written Quiz
Portfolio
Shared Reading /Independent ReadingTEKS
Culture and
History: 5.10A
Expository
Text: 5.11A,
5.11B, 5.11C,
5.11D, 5.11E
Procedural
Texts: 5.13A,
5.13B
Media Literacy:
5.14C
Expository and
Procedural
Texts: 5.18C
Research Plan:
Ongoing TEKS
Fluency: 5.1A
Independent
Reading: 5.9A
Listening:
5.27A, 5.27B,
5.27C
Speaking:
5.28A
Teamwork:
5.29A
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 7 of 44
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
5.23A, 5.23B
Gathering
Sources: 5.24A,
5.24C
Organizing and
Presenting
Ideas: 5.26A
Comprehension
Skills: 5.Fig19A,
5.Fig19B,
5.Fig19C,
5.Fig19D,
5.Fig19E,
5.Fig19F
WritingTEKS
Writing
Process:
5.15B, 5.15C,
5.15D
Expository and
Procedural
Texts: 5.18A.i,
5.18A.ii,
5.18A.iii,
5.18A.iv, 5.18B
Ongoing TEKS
Writing
Process:
5.15A, 5.15E
Conventions:
5.20A.i,
5.20A.ii,
5.20A.iv,
5.20A.v, 5.20B
Handwriting,
Capitalization,
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 8 of 44
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
Conventions:
5.20A.iii,
5.20A.vi,
5.20A.vii,
5.20A.viii,
5.20C
Handwriting,
Capitalization,
and
Punctuation:
5.21A.iii,
5.21B.i
Spelling:
5.22B.i,
5.22B.ii,
5.22B.iii,
5.22B.iv, 5.22D
Organizing
and
Presenting
Ideas: 5.26A
and
Punctuation:
5.21A.i,
5.21A.ii,
5.21B.ii
Spelling:
5.22A.i,
5.22A.ii,
5.22A.iii,
5.22C, 5.22E
Listening:
5.27A, 5.27B,
5.27C
Speaking:
5.28A
Teamwork:
5.29A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in
English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
TEKS#
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 9 of 44
TEKS UNIT LEVEL SPECIFICITY
5.2 Reading/Vocabulary Development. Students understand new vocabulary
and use it when reading and writing. Students are expected to:
TxCCRS Reading
TxCCRS E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary
and concepts and use them accurately in reading, speaking, and writing.
5.2A Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
Readiness Standard
Determine
THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS
DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND
AFFIXES
Possible examples:
Latin - e.g., rupt (rupture, eruption), port (transport,
import, report), spect (spectator, inspector), ject
(projection), ence, ance
Greek - e.g., graph (geography, photograph, graphic),
photo (photosynthesis, photocopy), ism, ist
Other affixes and roots as found in appropriate grade-
level text in multi-content areas
Affix - a word element, such as a prefix or suffix, that occurs before
or after a root or base word to modify its meaning (e.g., the prefix
un- and the suffix -able in unbelievable)
Academic English words
1) words used in the learning of academic subject matter in
formal educational context that are associated with literacy
and academic achievement, including specific academic
terms, technical language, and speech registers related to
SE#
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 10 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
each field of study
2) words used during instruction and exams, and in textbooks
These could include words that are specific to content (e.g.,
hyperbole, metaphor, and meter) or that are related to learning
tasks (e.g., compare/contrast, differentiate, and infer).
5.2B Use context (e.g., in-sentence restatement) to determine or clarify the
meaning of unfamiliar or multiple meaning words.
Readiness Standard
Use
CONTEXT
Context - the words, sentences, or passages that precede or follow
a specific word, sentence, or passage
To determine or clarify
THE MEANING OF UNFAMILIAR WORDS OR MULTIPLE MEANING
WORDS
Including, but not limited to:
Identify and use relationships among surrounding
words, phrases, sentences, and paragraphs
Use in-sentence examples
Use definition in the sentence
Use in-sentence restatement
Multiple meaning word - a word that has more than one meaning (e.g.,
trunk)
5.2C Produce analogies with known antonyms and synonyms. Produce
ANALOGIES WITH KNOWN ANTONYMS AND SYNONYMS
Examples:
Boy:girl as male:female (antonym)
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 11 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
Girl:woman as boy:man (synonym)
Analogy - a vocabulary exercise in which an association between a
concept and its attribute is present (e.g., hot:cold as north:_____)
5.2D Identify and explain the meaning of common idioms, adages, and other
sayings.
Identify, Explain
THE MEANING OF COMMON IDIOMS, ADAGES, AND OTHER SAYINGS
Idiom - an expression that has a different meaning from the literal
meaning of its individual words (e.g., have the upper hand or under
the weather). Idioms are particular to a given language and usually
cannot be translated literally.
Possible examples:
Off the top of my head
Green thumb
I’m all earsGet cold feet
Adage - a short but memorable saying that holds some important fact
considered true by many people (e.g., Don’t judge a book by its cover.)
Possible examples:
An apple a day keeps the doctor away.
The grass is always greener on the other side.
The best things in life are free.
Look before you leap.
5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word
Use
A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 12 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
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choices, and parts of speech of words.
Readiness Standard
ELECTRONIC)
To determine
MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVE
WORD CHOICES, PARTS OF SPEECH OF WORDS
Including, but not limited to:
Use guide words and/or knowledge of alphabetical
order to locate words in print resources; use search
features to find words in electronic resources
Use the given syllabication and the phonetic symbols
to pronounce unknown words
Read the definition(s) and determine the meaning of
the word (using context as applicable)
Locate synonyms or alternate word choices
Determine the appropriate part of speech using
context if applicable
Syllabication - forming or dividing words into syllables
Pronunciation - the manner in which someone utters a word
Part of speech - e.g., noun, pronoun, verb, adjective, adverb,
conjunction, appositive, interjection
5.Fig19 Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlierstandards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
TxCCRS Key Cognitive Skills
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 13 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
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TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic
behaviors
TxCCRS Foundational Skills
TxCCRS CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across
the curriculum
5.Fig19A Establish purposes for reading selected texts based upon own or
others’ desired outcome to enhance comprehension.Establish
PURPOSES FOR READING SELECTED TEXTS BASED UPON OWN
AND OTHERS’ DESIRED OUTCOME TO ENHANCE
COMPREHENSION
Possible examples:
To learn
To interpret or follow directions
To solve problems
For enjoyment
5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. Ask
LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL
QUESTIONS
Including, but not limited to:
Before, during, and after reading
Literal question - knowledge level, fact-based question (e.g., who,
what, when, where, why, and how questions), questions asked for
clarification
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
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TEKS UNIT LEVEL SPECIFICITYTEKS#
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Interpretive question - may have more than one answer and requires
that the answer(s) be supported with evidence from the text (e.g., What
does this mean?)
Evaluative question - asks for an opinion, a belief, or a point of view.
Responses may represent different perspectives and should be
supported with evidence from the text. (e.g., Do you agree or disagree?
What do you feel about this? What do you believe about this? What is
your opinion about this?)
Universal question - an open-ended question that is raised by ideas in
the text and transcend social and cultural boundaries and speak to a
common human experience (e.g., What does the character believe in?
What is the main character willing to fight for? How does this story give
you a better understanding of human nature?)
5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge,
creating sensory images, rereading a portion aloud, generating
questions).
Monitor, Adjust
COMPREHENSION
Including, but not limited to:
Use background knowledge
Create sensory images (images created by using the
five senses- sight, smell, sound, touch, taste)
Re-read a portion aloud
Use contextual clues (refer to 5.2B)
Generate literal, interpretive, evaluative, and universal
questions (refer to 5.Fig19B)
Ask for help
5.Fig19D Make inferences about text using textual evidence to support Make
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 15 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
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understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
INFERENCES ABOUT TEXT
Inference - a logical guess made by connecting bits of information.
Readers make inferences by drawing conclusions, making
generalizations, and making predictions.
Drawing conclusions - a form of inference in which the reader
gathers information, considers the general thoughts or ideas that
emerge from the information, and comes to a decision. The
conclusion is generally based on more than one piece of
information.
Use
TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING
Textual evidence - specific details or facts found in the text that support
what is inferred
5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and
logical order within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Summarize, Paraphrase
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER
WITHIN A TEXT AND ACROSS TEXTS
Including, but not limited to:
Brief, coherent sentences that communicate the key
information in logical order
Main ideas from the beginning, middle, and end
Summarize - to reduce large sections of text to their essential points
and main idea. Note: It is still important to attribute summarized
ideas to the original source.
Paraphrase - restate the meaning of something in different words.
Paraphrasing alters the exact wording of the source and transmits
its ideas or information without evaluation or interpretation.
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 16 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
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5.Fig19F Make connections (e.g., thematic links, author analysis) between and
across multiple texts of various genres and provide textual evidence.
Readiness Standard
Make
CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF
VARIOUS GENRES
Including, but not limited to:
Own experiences - things done or seen
Ideas in other text - concepts that connect texts
Larger community - a group of people who have the
same interest or live in the same area
Thematic links - a logical connection made
between or among texts that share similar
themes
Author analysis
Possible literary genres:
Fiction
Literary nonfiction
Poetry
Drama
Possible informational genres:
Expository
Persuasive
Procedural
Provide
TEXTUAL EVIDENCE
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 17 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
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Textual evidence - specific details or facts found in text that support
what is inferred
5.10 Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding. Students
are expected to:
TxCCRS Reading
TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate
information within and across literary and other texts from a variety of
cultures and historical periods.
5.10A Draw conclusions from the information presented by an author and
evaluate how well the author's purpose was achieved.
Supporting Standard
Draw Conclusions
FROM THE INFORMATION PRESENTED BY AN AUTHOR
Draw conclusions - a form of inference in which the reader gathers
information, considers the general thoughts or ideas that emerge
from the information, and comes to a decision. The conclusion is
generally based on more than one piece of information.
Evaluate
HOW WELL THE AUTHOR’ S PURPOSE WAS ACHIEVED
Including, but not limited to:
Steps in evaluation
Identify the author’s stated or implied purposeLocate and identify information provided by the author
(e.g., visuals, text features, key points, details)
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 18 of 44
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Determine if the information provided supports the
author’s purposeEvaluate the effectiveness of the information in
supporting the author’s intended purpose
Purpose - the intended goal of a piece of writing; the reason a
person writes
5.11 Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding. Students are
expected to:
TxCCRS Reading
TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual
information and draw complex inferences, analyze, and evaluate the
information within and across texts of varying lengths.
5.11A Summarize the main ideas and supporting details in a text in ways that
maintain meaning and logical order.
Readiness Standard
Summarize
THE MAIN IDEAS AND SUPPORTING DETAILS IN A TEXT IN WAYS
THAT MAINTAIN MEANING AND LOGICAL ORDER
Summary includes, but is not limited to:
Brief, coherent sentences that communicate the key
information in logical order
Main ideas from the beginning, middle, and end
Summary - to reduce large sections of text to their essential points
and main idea. Note: It is still important to attribute summarized
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ideas to the original source.
Logical order - how a writer organizes text when building an
argument. The writer may present ideas or information in a
sequence that makes sense to him or her and addresses the
audience's needs
Main idea - the overall message of a text or section of a text (e.g., Polar
bears are becoming endangered.)
Note:
Refer to 5.Fig19E for related comprehension skills
5.11B Determine the facts in text and verify them through established
methods.
Supporting Standard
Determine
THE FACTS IN TEXT
Verify
THEM THROUGH ESTABLISHED METHODS
Including, but not limited to:
Verify through the use of reliable sources
Determine if the sources are valid and credible
Example of a reliable source:
Encyclopedia
Reliable source - a credible or believable source. Some questions to
evaluate credibility might be: Is the author a respected authority on
the subject? Does the author support opinions with strong
argumentation and reasoning? How current is the information?
5.11C Analyze how the organizational pattern of a text (e.g., cause-and-effect,
compare-and-contrast, sequential order, logical order, classification
Analyze
HOW THE ORGANIZATIONAL PATTERN OF A TEXT INFLUENCES THE
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schemes) influences the relationships among the ideas.
Readiness Standard
RELATIONSHIPS AMONG IDEAS
Organizational pattern - the pattern an author constructs as he
organizes his or her ideas and provides supporting details
Including, but not limited to:
Cause-and-effect
Compare-and-contrast
Sequential order
Logical order
Classification scheme
Other possible examples of organizational patterns:
Description
Order of importance
Cause-and-effect - cause is an event; effect is the result of the event
Compare-and-contrast - similarities and differences
Sequential order - order in which events occur
Logical order - how a writer organizes text when building an
argument. The writer presents ideas or information in a sequence
that makes sense to him or her and addresses the audience’s
needs.
Classification - events or ideas grouped in specific categories
5.11D Use multiple text features and graphics to gain an overview of the
contents of text and to locate information.
Readiness Standard
Use
MULTIPLE TEXT FEATURES AND GRAPHICS TO GAIN AN OVERVIEW
OF THE CONTENTS OF TEXT AND TO LOCATE INFORMATION
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Possible examples of text features:
Title
Captions
Sub titles
Key words
Bold print
Italics
Table of contents
Glossary
Index
Heading
Illustration/photo
Topic sentence
Concluding sentence
Guide word
Diagram
Chart
Map
Graph
Table
Timeline
5.11E Synthesize and make logical connections between ideas within a text
and across two or three texts representing similar or different genres.
Readiness Standard
Synthesize, Make
LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT AND
ACROSS TWO OR THREE TEXTS REPRESENTING SIMILAR OR
DIFFERENT GENRES
Including, but not limited to:
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Steps in synthesis
Identify similar/related information from multiple texts of
the same genre or different genres
Draw conclusions and/or make generalizations about
the ideas presented in the texts
Synthesize - to combine elements and parts to form a coherent
whole
Draw Conclusions - a form of inference in which the reader gathers
information, considers the general thoughts or ideas that emerge
from the information, and comes to a decision. The conclusion is
generally based on more than one piece of information.
Note:
Refer to 5.Fig19F for related skills
5.13 Reading/Comprehension of Informational Text/Procedural Texts. Students
understand how to glean and use information in procedural texts and
documents. Students are expected to:
TxCCRS Reading
TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual
information and draw complex inferences, analyze, and evaluate the
information within and across texts of varying lengths.
5.13A Interpret details from procedural text to complete a task, solve a
problem, or perform procedures.
Supporting Standard
Interpret
DETAILS FROM PROCEDURAL TEXT TO COMPLETE A TASK, SOLVE
A PROBLEM, OR PERFORM PROCEDURES
Examples of procedural text:
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Instructions/Directions
Procedure
Manual
Recipe
Procedural text - a type of informational text that is written with the
intent to explain the steps in the procedure, as in a recipe.
Procedural text could house data that requires reader
interpretation.
5.13B Interpret factual or quantitative information presented in maps, charts,
illustrations, graphs, timelines, tables, and diagrams.
Supporting Standard
Interpret
FACTUAL OR QUANTITATIVE INFORMATION PRESENTED IN
Including, but not limited to:
Map
Chart
Illustration
Graph
Timelines
Table
Diagram
Other possible examples:
Graphic organizer
Caption
Key
Factual information - a focus on details such as who, what, where, and
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when
Quantitative - refers to numbers and statistics
5.14 Reading/Media Literacy. Students use comprehension skills to analyze how
words, images, graphics, and sounds work together in various forms to
impact meaning. Students will continue to apply earlier standards with
greater depth in increasingly more complex texts. Students are expected
to:
TxCCRS Listening
TxCCRS E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an
individual and as a member of a group in a variety of settings (e.g.,
lectures, discussions, conversations, team projects, presentations,
interviews).
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key Cognitive Skills. Reasoning
TxCCRS Foundational Skills
TxCCRS CDS.II.E - Cross-Disciplinary Standards/Foundational Skills. Technology
5.14C Identify the point of view of media presentations.
Supporting Standard
Identify
THE POINT OF VIEW OF MEDIA PRESENTATIONS
Point of view in media - the specific bias or perspective that an image
maker brings to a particular scene or subject about a person, idea, or
event
5.15 Writing/Writing Process. Students use elements of the writing process
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(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that
demonstrate clear focus, the logical development of ideas in well-organized
paragraphs, and the use of appropriate language that advances the
author's purpose.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across
the curriculum
5.15B Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on
ideas to create a focused, organized, and coherent piece of writing.
Develop
DRAFTS
Including, but not limited to:
Construct a draft using a selected organizational
pattern (strategy) according the genre and purpose
Include ideas and details that are strongly related and
contribute to the thesis or controlling idea of the piece
Develop a coherent draft that is focused and well
controlled with meaningful transitions and connections
Choose words that are purposeful and precise and
support the overall meaning (or purpose) of the piece
Examples of possible organizational patterns (strategies):
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Sequential order
Chronological order
Order of importance
Cause-and-effect
Compare and contrast
Problem/Solution
Description
Organizational pattern (strategy) - the pattern an author constructs as
he organizes his or her ideas and provides supporting details
Organization of a paper - the development of ideas in a coherent
manner. In a well-organized paper, main points should be supported,
each idea should flow sequentially and logically to the next idea,
transitions should connect ideas, and extraneous sentences should
not be included.
Transitional words and phrases - words or phrases that help to
sustain a thought or idea through the writing. They link sentences
and paragraphs together smoothly so that there are no abrupt
jumps or breaks between ideas.
Word choice - the author’s thoughtful use of precise vocabulary to
fully convey meaning to the reader.
Note:
This is the second step in the writing process, often referred to as
drafting. The focus is on developing ideas and the message, not on
mechanics.
5.15C Revise drafts to clarify meaning, enhance style, include simple and
compound sentences, and improve transitions by adding, deleting,
After rethinking
HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE
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combining, and rearranging sentences or larger units of text after
rethinking how well questions of purpose, audience, and genre have
been addressed.
HAVE BEEN ADDRESSED
Revise
DRAFTS
Revise - changing, adding, or deleting words, phrases, or sentences to
clarify and/or to enhance the message to ensure the purpose,
audience, and genre have been addressed
Including, but not limited to:
Clarify meaning
Enhance style
Use varied sentences, both simple and compound, that
are purposeful and well controlled to enhance the
effectiveness of the piece
Improve transitions and sentence-to-sentence
connections to enhance the flow of the piece
Include varied structure/word order
Check coherence
Review and adjust organization
Include sensory details to enhance the message
Incorporate precise words that create visual images
Coherent - Logically ordered, with consistent relations of parts to the
whole (e.g., a coherent essay)
Word choice - the author’s thoughtful use of precise vocabulary to
fully convey meaning to the reader
Note:
While this is considered the third step in the writing process, revision
may be ongoing throughout the writing process.
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5.15D Edit drafts for grammar, mechanics, and spelling. Edit
DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING
Including, but not limited to:
Conventions/Grammar (refer to 5.20Ai-viii,B,C)
Capitalization (refer to 5.21Ai-iii)
Punctuation (refer to 5.21Bi-ii)
Spelling (refer to 5.22Ai-iii,Bi-iv,C)
Use resources to find correct spellings (refer to
5.22D,E)
Previously taught expectations in grammar,
capitalization, punctuation, and spelling
Note:
This is the fourth step in the writing process. The focus is on grammar,
capitalization, punctuation, and spelling.
5.18 Writing/Expository and Procedural Texts. Students write expository and
procedural or work-related texts to communicate ideas and information to
specific audiences for specific purposes. Students are expected to:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that
demonstrate clear focus, the logical development of ideas in well-organized
paragraphs, and the use of appropriate language that advances the
author's purpose.
TxCCRS Foundational Skills
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TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across
the curriculum
5.18A Create multi-paragraph essays to convey information about the topic
that:
Create
MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION ABOUT THE
TOPIC THAT
Expository text - a type of informational text that clarifies or explains
something
5.18A.i present effective introductions and concluding paragraphs. An effective introduction establishes the controlling idea or thesis.
A concluding paragraph provides closure to the essay.
5.18A.ii guide and inform the reader's understanding of key ideas and evidence.
5.18A.iii include specific facts, details, and examples in an appropriately organized
structure
Facts, details, and examples support the controlling idea or thesis.
Organization of a paper (organizational structure) - the development of
ideas in a coherent manner. In a well-organized paper, main points
should be supported, each idea should flow sequentially and
logically to the next idea, transitions should connect ideas, and
extraneous sentences should not be included.
Organizational pattern - the pattern an author constructs as he
organizes his or her ideas and provides supporting details
Examples of organizational patterns:
Sequential order
Order of importance
Cause-and-effect
Compare and contrast
Problem/solution
Main ideas and details
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Description
5.18A.iv use a variety of sentence structures and transitions to link paragraphs. Including, but not limited to:
Use varied sentences, both simple and compound, that
are purposeful and well controlled to enhance the
effectiveness of the piece
Use transitions and sentence-to-sentence connections
to enhance the flow of the piece
Transitional words/phrases - words or phrases that help to sustain a
thought or idea through the writing. They link sentences and
paragraphs together smoothly so that there are no abrupt jumps or
breaks between ideas.
5.18B Write formal and informal letters that convey ideas, include important
information, demonstrate a sense of closure, and use appropriate
conventions (e.g., date, salutation, closing).
Write
FORMAL AND INFORMAL LETTERS THAT CONVEY IDEAS
Formal letter - used for official or serious situations to an audience not
considered friends or family
Informal letter - written to a friend or family member
Include
IMPORTANT INFORMATION
Demonstrate
A SENSE OF CLOSURE
Closure - a sense of certainty or completeness; a bringing to an end
Use
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APPROPRIATE CONVENTIONS
Conventions of letters include, but are not limited to:
Date (e.g., January 12, 2010)
Salutation - greeting in a letter (e.g., Dear friend,)
Closing (e.g., Sincerely,)
5.18C Write responses to literary or expository texts and provide evidence
from the text to demonstrate understanding.
Write
RESPONSES TO LITERARY OR EXPOSITORY TEXTS
Possible examples:
Ideas, reflections, responses to text, connections,
recording information
Provide
EVIDENCE FROM THE TEXT TO DEMONSTRATE UNDERSTANDING
Textual evidence - specific details or facts found in text that support
what is inferred
5.20 Oral and Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when speaking
and writing. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
TxCCRS Writing
TxCCRS Edit writing for proper voice, tense, and syntax, assuring that it conforms to
standard English, when appropriate.
TxCCRS Foundational Skills
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TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across
the curriculum
TxCCRS Write clearly and coherently using standard writing conventions.
5.20A Use and understand the function of the following parts of speech in the
context of reading, writing, and speaking:
Use, Understand
THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE
CONTEXT OF READING, WRITING, AND SPEAKING
5.20A.iii adjectives (e.g., descriptive, including origins: French windows, American cars)
and their comparative and superlative forms (e.g., good, better, best).
Including but not limited to:
Comparative adjectives using –er and –ierSuperlative adjectives using –estIrregular comparative and superlative adjectives (e.g.,
good, better, best)
Adjective - a word that describes a noun or a pronoun
Origin adjective - describes where something came from (e.g., I have
an American car.)
Comparative - the form of an adjective used to compare two or more
things. Comparatives are formed using –er (e.g., taller, faster), -ier
(e.g., happier), or the word more (e.g., more traditional).
Superlative - an adjective indicating the greatest (or least) degree of
something. A superlative is usually formed using -est (e.g., the best
and the brightest).
5.20A.vi indefinite pronouns (e.g., all, both, nothing, anything). Indefinite pronoun - a pronoun that does not refer to a specific
person or thing (e.g., all, anything, both, each, everyone, many,
nothing, several, some, something)
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5.20A.vii subordinating conjunctions (e.g., while, because, although, if) Subordinating conjunction - introduces a dependent clause and
connects it to an independent clause (e.g., because, when, unless)
Example of usage:
Both students and teachers were at the assembly
because of a special guest.
Independent clause - a group of words containing a subject and a
verb that can stand alone as a complete sentence; also called a
main clause
Dependent clause - a group of words with a subject and a verb that
modifies a main or independent clause to which it is joined (e.g., until
you leave in I will wait until you leave); also called a subordinate
clause
5.20A.viii transitional words (e.g., also, therefore). Transitional words and phrases - words or phrases that help to
sustain a thought or idea through the writing. They link sentences
and paragraphs together smoothly so that there are not abrupt
jumps or breaks between ideas.
5.20C Use complete simple and compound sentences with correct subject-
verb agreement.
Use
COMPLETE SIMPLE AND COMPOUND SENTENCES WITH CORRECT
SUBJECT-VERB AGREEMENT
Including, but not limited:
Subjects differing in number
Simple sentence - a sentence with one clause (e.g., the chicken
crossed the road)
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Compound sentence - a sentence composed of at least two
independent clauses linked with a conjunction (e.g., Sam talked, and
Emma listened)
Run-on sentence - consists of two or more simple sentences missing
either proper punctuation or coordinating conjunction (e.g., Charlotte
built her web others came to see it.)
Fragment - part of a sentence (an incomplete thought) that is missing
a subject or predicate (e.g., Built a web. The busy spider.)
5.21 Oral and Written Conventions/Handwriting, Capitalization, and
Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to:
5.21A Use capitalization for: Use
CAPITALIZATION FOR
5.21A.iii organizations. Possible examples:
Organizations (e.g., National Aeronautics and Space
Administration; Federal Bureau of Investigation)
5.21B Recognize and use punctuation marks including: Recognize, Use
PUNCTUATION MARKS INCLUDING
5.21B.i commas in compound sentences A comma precedes the coordinating conjunction (e.g., I lost my ring,
but Mom found it.)
Compound sentence - consists of two or more simple sentences
joined by a conjunction and a comma.
Other possible grade-appropriate uses of commas:
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Between the city and state (e.g., Austin, Texas)
After a salutation and closing in a letter (e.g., Dear
_____, Sincerely,)
Between two adjectives preceding a noun (e.g., It was
a hot, sunny day.)
5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students
are expected to:
5.22B Spell words with: Spell
WORDS WITH
Greek and Latin roots and suffixes
Including, but not limited to:
Use grade-appropriate words and academic words
from multiple content areas
Refer to 5.2A for related vocabulary skills
5.22B.i Greek Roots (e.g., tele, photo, graph, meter).
5.22B.ii Latin Roots (e.g., spec, scrib, rupt, port, ject, dict).
5.22B.iii Greek suffixes (e.g., -ology, -phobia, -ism, -ist)
5.22B.iv Latin derived suffixes (e.g., -able, -ible; -ance, -ence).
5.22D Use spelling patterns and rules and print and electronic resources to
determine and check correct spellings.
Use
SPELLING PATTERNS AND RULES AND PRINT AND ELECTRONIC
RESOURCES
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To determine, check
CORRECT SPELLINGS
Possible examples of resources:
Word wall
Personal dictionary
High frequency word list
Printed or electronic dictionary
Printed or electronic thesaurus
Glossary
Spell check
Note:
Refer to previous grade-level expectations and 5.22Ai-iii for spelling
patterns and rules
5.23 Research/Research Plan. Students ask open-ended research questions and
develop a plan for answering them. Students are expected to:
TxCCRS Research
TxCCRS E/LAS.V.A - English/Language Arts/Research. Formulate topic and
questions.
TxCCRS Foundational Skills
TxCCRS CDS.II.C - Cross-Disciplinary Standards/Foundational Skills. Research
across the curriculum
TxCCRS Refine research topic based on preliminary research and devise a timeline for
completing work.
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5.23A Brainstorm, consult with others, decide upon a topic, and formulate
open-ended questions to address the major research topic.
Brainstorm, Consult with Others, Decide
UPON A TOPIC
Formulate
OPEN-ENDED QUESTIONS TO ADDRESS THE MAJOR RESEARCH
TOPIC
Open-ended research question - a type of question used to
encourage many possible responses rather than a single directed
one (e.g., What does the ending of this story suggest to you?)
Brainstorming - a technique in which many ideas are generated
quickly and without judgment or evaluation, usually as part of a
problem-solving process or to inspire creative thinking.
Brainstorming may be done in a classroom, with a small group, or
individually.
5.23B Generate a research plan for gathering relevant information about the
major research question.
Generate
A RESEARCH PLAN FOR GATHERING RELEVANT INFORMATION
ABOUT THE MAJOR RESEARCH QUESTION
Including, but not limited to:
Determine what resources will be best for gathering information about
the research topic/questions (e.g., surveys, interviews, encyclopedias,
web-based articles, books, newspaper, local experts)
5.24 Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and
systematically record the information they gather. Students are expected
to:
TxCCRS Research
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TxCCRS E/LAS.V.B - English/Language Arts/Research. Select information from a
variety of sources.
TxCCRS Gather relevant sources.
TxCCRS Use source material ethically.
5.24A Follow the research plan to collect data from a range of print and
electronic resources (e.g., reference texts, periodicals, web pages,
online sources) and data from experts.
Follow
THE RESEARCH PLAN TO COLLECT DATA FROM A RANGE OF
PRINT AND ELECTRONIC RESOURCES AND DATA FROM EXPERTS
Including, but not limited to:
Reference texts
Periodicals
Web pages
Online sources
5.24C Record data, utilizing available technology (e.g., word processors) in
order to see the relationships between ideas, and convert
graphic/visual data (e.g., charts, diagrams, timelines) into written notes.
Record
DATA, UTILIZING AVAILABLE TECHNOLOGY IN ORDER TO SEE THE
RELATIONSHIPS AMONG IDEAS
Including, but not limited to:
Use word processers to record data
Group ideas and information into logical groups within
categories
Arrange and rearrange the information until patterns or
some kind of picture begins to emerge
Convert
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 39 of 44
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
GRAPHIC/VISUAL DATA INTO WRITTEN NOTES
Including, but not limited to:
Charts
Diagrams
Timelines
5.26 Research/Organizing and Presenting Ideas. Students organize and present
their ideas and information according to the purpose of the research and
their audience. Students are expected to synthesize the research into a
written or an oral presentation that:
TxCCRS E/LAS.V.C - English/Language Arts/Research. Produce and design a
document.
5.26A Compiles important information from multiple sources. Compiles
IMPORTANT INFORMATION FROM MULTIPLE SOURCES
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline Englishlanguage proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement
ELPS as an integral part of each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with
the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a
manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 40 of 44
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1 Cross-curricular second language acquisition/learning strategies
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In
order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and
circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that
build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to
use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in
language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 Cross-curricular second language acquisition/listening
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension
of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of
English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 41 of 44
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and
interactions
ELPS.c.3 Cross-curricular second language acquisition/speaking
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal)
using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.
The student is expected to:
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing
accuracy and ease as more English is acquired
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including
key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-
based vocabulary during extended speaking assignments
ELPS.c.4 Cross-curricular second language acquisition/reading
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be
at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not
yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 42 of 44
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language
structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other
prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English
is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance
and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing
material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating
understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas
from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making
connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text
evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written
information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 Cross-curricular second language acquisition/writing
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 43 of 44
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered
in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level
of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student
has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy
as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb
tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such
as:
ELPS.c.5E.i using correct verbs, tenses, and pronouns/antecedents
ELPS.c.5E.ii using possessive case (apostrophe s) correctly
ELPS.c.5E.iii using negatives and contractions correctly
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and
sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is
acquired.
INSTRUCTIONAL FOCUS DOCUMENTGrade 5 English Language Arts And Reading
UNIT : 03 TITLE : Unit 03: Reading to Understand Informational Text SUGGESTED DURATION : 25 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 44 of 44
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